The selection of elements and principles which participants felt best represents the current state of Visual Art Education in Australia. They could choose up to three.

Alignment

"Conformity to the detriment of diversity"

Colour

"Would only let me choose one. I chose colour to suggest what the Dept doesnt do we do ourselves through what VAESA provides the support we need."

"It won't let me do more than one. I concentrate on all art elements. Year 5 to 9."

Colour, contrast, proximity

"I feel that contrast allows for the multiple voices and viewpoints to be heard in visual arts education. The proximity is the continued development of Visual Art education. Colour is the different approaches to visual art education that enriches the development of the discipline."

Colour,tone,texture,contrast,harmony,pattern

"Textile Artworks, Weaving, Eco-Dye and Doll making."

contrast

"Visual Arts diminishing in the state system but colourising in the private sector due to great funding and recognising its value"

"contrast = a silo attitude to the subjects."

Contrast, harmony, alignment

"Contrast - I work in a volunteer organisation which puts me in contact with some highly passionate, hardworking teachers who are dedicated to student growth and sucess in the visual arts. I also work with teachers who do not share that passion. I find this contrast daily to be frustrating. Harmony (passionate harmony - working in unison) - in my relationships with my students and fellow arts educators - the harmony that is created in working together with shared passion. My students are, quite simply, amazingly passionate about developing their creativity in harmony with each other and myself. Alignment - have to put in an ACARA reference here. I know that there are many differing oppinions of the value of the Australian Curriculum, but from the oppinon of a visual art trained primary art teacher, who is trying to support and assist primary art teachers who have been thrust into the role, ACARA has provided some direction and alignment that is realistic and managable."

Contrast, harmony, proportion

"High schools: Contrast - in the approach of different states and territories to the Australian curriculum and in rigor, support and assessment processes for their Visual Arts curriculum. Harmony - the new Arts curriculum has created opportunities for collaboration, alignment and connections to be made between the Performing and Visual Arts faculties within my school and across schools within Catholic high schools in the ACT. Proportion - I am concerned that timetabling may have a detrimental effect on Visual Arts due to having to squeeze new KLAs into schools when implementing Australian Curriculum requirements. Visual Arts is still considered an expendable subject when push comes to shove."

Contrast, space, movement

"I feel it is left to each school to impliment at its whim and behest. It is often relient on the prejudices or passions of the principal."

Contrast, space, proportion

"Each of those chosen above align with the problems I perceive with regard to lack of flexibility to teach/provide for broad and rich art teaching...for those students who wish to work with installation, large work, challenging work. Corridors, wall surfaces, floors and ceiling are all undermined by cleaning and OH&S requirements."

Harmony, space

"there is plenty of SPACE for specialised art educators in the eary years, an appreciation and the development of the importance of HARMONY between literacy and the visual arts should be encouraged and a stronger ALIGNMENT between critical thinking and innovation and the Visual arts should be recognised."

Line

"Very 2D approach to thinking and applying of the visual arts not enough transdisciplinary thinking."

Line, colour, contrast

"Colour- plenty of colouring in. Line- following same old lines, offering up lines of explanation as to why the program must be cut. Contrast- what happens in so many schools is in direct contrast to what should be happening."

Line, contrast, space

"There is a huge dividing line in terms of respect for our subject area as opposed to others. This contrast is seen in the lack of adequate subject specific spaces allocated for the visual arts as opposed to science, humanities, PE and performing arts."

Line, tone, repetition

"we are misaligned, grey in tone and repeating the patterns of our past"

Movement

"Currently in Queensland we are in a state of change which is forcing forward movement within the sector. I also think that the Visual Art educators are excellent advocates and create a strong voice and could be seen as a positive movement within Education contexts."

"Movement because I see the focus on STEM education shifting art education to s different space, one that is not altogether positive. ."

Movement,proportion,proximity

"Another great question!"

Proportion

"Out of proportion. No ones seems to realise that VA can assist student in all areas of learning and also be used as an emotional outlet for students afflicted by difficult life issues"

"vis arts is proportionally much smaller than other curriculum areas"

"The proportion of support for arts education compared to maths/science streams is minimal."

Repetition

"Qualtrics only allows one choice. I picked repetition because I feel this is what is happening when my students go into their practicums - the stories they return with are identical to stories from 5 or even 10 years ago."

"After attending recent PLC's I am under the impression that all my students repeat prior learning once they reach high school as the feeder schools have differing levels of visual arts education and the high school teachers start again in year 8."

"Repetition because change is slow, proportion because making artworks and engaging with artworks are not in proportion, visual arts as a semiotic language is not considered equal to other semiotic languages, form, visual arts is taking form differently in different sectors of education"

Repetition, movement

"I feel as though I am pushing the same old agenda and the same old argument for the value of Arts education and make very little progress or tangible change"

Repetition, pattern

"Not a lot of movement, activities are not artistic and often repeated. Art is not treated as a subject."

Shape

"I want to choose shape, contrast & movement, however, your site is only allowing me to choose one. Unfortunately, even though we have a new National Arts Curriculum, the lin structure in many Queensland schools means we are starting to see less and less students choosing an art education. For example, I know a school that for the first time has no year 9 Visual Art classes, which in turn means no year 10, 11 or 12 classes in the future. This is happening at many schools and could only be called absolutely devastating!"

"The shape of Visual Arts Education in Australia will change and evolve through the exchange of innovative ideas and best practice principles."

Shape, colour, pattern

"These elements are basic for young students to understand to allow their own creativeness to develop further."

Shape, colour, texture

"All the Visual Arts Elements in the WA P-10 Syllabus are included."

Shape, line, colour

"Basic. Visual Arts education is neglected in Primary school and therefore we have to start from scratch in high school but are expected to cover depth of knowledge while students are unpracticed, lacking in skills and self-esteem of their abilities. They therefore do not pursue Art as it is not a strength and they do not enjoy 'failing' something which they feel they 'should' be able to do by now. E.g. Use a pencil to do a basic line drawing. The Arts is not valued at an Educational level. It is considered a 'play' subject where no 'real' world skills are learnt for job application. There is not enough value placed on the analytical nature of the Arts, or the fact that it continuously uses all of the higher order thinking skills. It is therefore one of the hardest and most complex subjects, which encompasses all of the other subjects into it (Maths, Science, English, History, Law etc). This makes it a highly valuable subject, but it is not treated that way culturally in Australia in our school system or at home. We have pockets of supporters."

"I introduce these at Prep as a foundation to teach the rest"

Shape,line,colour,tone,texture,contrast,harmony,repetition,space,pattern,rhythm,form,movement,proportion

"An accepted list of art elements and principles would assist in teaching"

Shape, proximity

"shape - because the sector continues to evolve, however I'm not convinced that all arts educators have adapted to this beyond a superficial level. proximity - many educators are making the effort to consider art movements that are geographically, close in proximity, but I think this needs to be a greater priority into the future - not simply in reference to Aboriginal and Torres Strait Islander practices, but also countries in close proximity, such as Tonga and the Cook Islands, China, India and Indonesia. Asian art unfortunately, sits a long way outside of the Western art canon taught in many universities."

Shape, repetition, alignment

"A great question! One I use in my classroom when asking students how they feel about making art."

Texture, contrast, movement

"Movement on the continuum of learning k-12, texture because of the scope for different educators to bring their experience to curriculum, contrast because of disparity in state to state curriculum and policy."

"texture- some oustanding educaiotn happening and some poor approaches. Contarst : depends on the culture of the school and qaulity of teachers"

Texture, movement, proportion

"Wow, what a conceptual question. With the changing landscape of education, especially with the increasing role of technology and the flucuation of its applications in education, movement represents this shift and how to adpt a disciple which has its roots in traditional skills, methods of working and history with technologicl developments. Proportion of time given to the arts in education and pressures thatdeminish its relevance. Texture; variation of thinking styles that Visual Art education creates texture and difference, this is increasingly important in promoting creative thinking."

Texture, proportion

"It appears to be only touched upon superficially, therefore it lacks depth and in proportion to other areas, it does not rank highly."

Texture, repetition, proximity

"Each art teacher I meet conducts curriculum and assessment very differently."

Texture, rhythm, movement

"very dynamic and diverse, quiet contrary to those within standardising large educational institutions. Niches, not vanilla."

Tone, repetition, space

"The shape of the Visual Arts in Australia is dependednt on the tone of the organisations in which it appears as well as the tone brought to the documentation of practice as seen in the Curriculum and the agenda of those who developed it. There are too many spaces which need to be refined or redesigned in order to allow for individuals to use their specific skills in teaching content to their strengths and quite alot of repetition in the content descriptors across the 2 year time slots."

None

"I don't feel that any of these descriptors match my experience very well. There are no descriptors here that recognize tension and disharmony"

"None of these terms seems appropriate"

"Your question does not make sense."

"i dont now anything about the rest of Australia!"

"All these elements and princip;es of design are relevant"

"I don't know how to answer this because I don't feel I have enough knowledge of the education area."

"I'm not sure I understand this"